5,637 research outputs found
Supporting the learning of deaf students in higher education: a case study at Sheffield Hallam University
No full textThis article is an examination of the issues surrounding support for the learning of deaf students in higher education (HE). There are an increasing number of deaf students attending HE institutes, and as such provision of support mechanisms for these students is not only necessary but essential. Deaf students are similar to their hearing peers, in that they will approach their learning and require differing levels of support dependant upon the individual. They will, however, require a different kind of support, which can be technical or human resource based. This article examines the issues that surround supporting deaf students in HE with use of a case study of provision at Sheffield Hallam University (SHU), during the academic year 1994-95. It is evident that by considering the needs of deaf students and making changes to our teaching practices that all students can benefit
Hallam, S R, TX2361
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/389848Surname: HALLAM. Given Name(s) or Initials: S R. Military Service Number or Last Known Location: TX2361. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 30639.214435
Item: [2016.0049.22141] "Hallam, S R, TX2361
Hallam, R H, 414348
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/389842Surname: HALLAM. Given Name(s) or Initials: R H. Military Service Number or Last Known Location: 414348. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 50848.214423
Item: [2016.0049.22135] "Hallam, R H, 414348
HALLAM CRITICAL EXPERIMENT
No full textThe results of a critical-experiment program conducted to study the Hallam Nuclear Power Facility (HNPF) reactor concept and to verify design parameters are presented. Experimental procedures and results are given, and comparisons are made with calculational techniques currently in use for determining the nuclear characteristics of the HNPF reactor. (auth
Use of industrial simulation to facilitate work based skills for building surveying, an introduction to the rationala for research
No full textResearch to establish pedagogy for imparting work based skills to students studying higher education courses in building surveying is being undertaken by the author at Sheffield Hallam University. An overview of the work thus far is provided. The pathway undertaken by typical building surveying industry entrants is outlined, along with the need for work based skills to be gained before employment commences. Research is based upon requirements expressed by the four stakeholders to building surveying education, (learner, education provider, employer and professional body). The rationale for provision of work based skills alongside academic learning is established. Use of a modified action research based methodology is proposed and justified, by reference to existing literature and the required research outcomes. Use of an enquiry based learning model using industrial simulation is proposed and justified. Factors influencing successful delivery of industrial simulations and enquiry based learning are identified, and the measures requiring to be addresse
Characterisation and development of a new multi-purpose surface analytical instrument
No full textA new multi-purpose surface analytical instrument (the 'Hallam' instrument) is described, which combines the surface specific information obtained using x-ray photoelectron spectroscopy (XPS), with bulk information obtained using Energy Dispersive X-ray (EDX) detection. A 15kV electron gun and an ultra high vacuum EDX detector give the instrument an EDX mapping capability. To exploit this to its full potential, spatial alignment of EDX maps acquired at various electron beam energies, E_o, was required. The misalignment of images acquired at various E_o values was investigated, and a means of describing the misalignment as a function of E_o was presented. An algorithm was developed which would allow the alignment of offline images acquired at different E_o values. This was demonstrated on images acquired on both the Hallam instrument and on a Phillips XL40 electron microscope. The small area XPS system developed by Kratos analytical gave a spatial resolution of 30#mu#m, at the centre of the field of view, although this deteriorated away from the centre. The reasons for this deterioration in spatial resolution were investigated, and two methods of improving the system were presented. The improvements were implemented on the Hallam instrument and demonstrated using a standard silver grid sample. The small area XPS was applied to a TiAlNi coated stainless steel sample to demonstrate its application to real samples, and to display the spatial alignment between the XPS and EDX maps. Finally, the instrument was calibrated for quantitative XPS studies. This involves determining the response of the instrument as a function of the photoelectron kinetic energy. From several methods presented in the literature, the most appropriate was chosen for calibration of the 'Hallam' instrument. The effectiveness of the method used was assessed by recording spectrum intensity from pure elemental standards, and comparing the results with intensity values calculated using the calibration curves. (author)In collaboration with Kratos Analytical and Oxford Instruments Micro-Analytical GroupAvailable from British Library Document Supply Centre-DSC:DXN041268 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
The incidence and make up of ability grouped sets in the UK primary school
No full textThe adoption of setting in the primary school (pupils ability grouped across classes for particular subjects) emerged during the 1990s as a means to raise standards. Recent research based on 8875 children in the Millennium Cohort Study showed that 25.8% of children in Year 2 were set for literacy and mathematics and a further 11.2% of children were set for mathematics or literacy alone. Logistic regression analysis showed that the best predictors of being in the top set for literacy or mathematics were whether the child was born in the Autumn or Winter and cognitive ability scores. Boys were significantly more likely than girls to be in the bottom literacy set. Family circumstances held less importance for setting placement compared with the child’s own characteristics, although they were more important in relation to bottom set placement. Children in bottom sets were significantly more likely to be part of a long-term single parent household, have experienced poverty, and not to have a mother with qualifications at NVQ3 or higher levels. The findings are discussed in relation to earlier research and the implications for schools are set out
Religion, cognition and author-function : Dyer, Southwell, Lodge and As You Like It.
No full textThe thesis incorporates the view that allegory as a mode of communication is impossible. Accordingly, religious meanings of Elizabethan literary texts usually read as "secular" works are registered herein without recourse to positing an allegorical level of meaning in those texts. In order to arrive at relatively secure readings, texts have been selected which have explicit interrelationships (for example, texts which are parodies or adaptations of earlier texts). Registering the tenor of the later texts' departures allows contemporary production of meaning from the earlier works to be traced. The aim, however, is not merely to show that Elizabethan "secular" texts are far more religious than tends to be supposed; the thesis seeks to demonstrate the extent to which theories of cognition were inseparable in the period from doctrinal issues. Early modems not only thought and read religiously, religious concepts informed their cognitive theories (and vice versa). The thesis culminates in a reading of As You Like It, arguing that the play employs facultative rhetoric (as derived from scholastic faculty psychology) in order to present human appetence as co-efficient in salvation. In doing so, the play downgrades the role of the intellectual faculty. The notion of author/dramatist as governing intellect is thereby brought into question. Accordingly, the thesis also traces the development of attitudes towards author-function in its study-texts, demonstrating the extent to which a given text's cognitive model and its rhetorical stance towards crucial doctrinal issues (relating to human participation in salvation) affect its deployment of, and attitude towards, author-function
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